Chinese American Educational Research and Development Association
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Educational Research & Development Journal
Fall 2021, Volume 24, Number 3
Best Evidence Synthesis of Academic Vocabulary Interventions for Post-secondary English Learners |
| Sunni Winkler, Li-Jen Kuo, Zohreh Eslami, Haemin Kim |
Abstract |
| This research synthesis describes, critiques, and synthesizes intervention studies related to the academic vocabulary acquisition of post-secondary English learners. Using the article matrix and the constant-comparative methods of analysis (Boeije, 2002), this critical synthesis aims to provide a knowledge base for both researchers and practitioners moving forward. The research focus in the field up-to-this-point has been on general academic vocabulary; further research on the need for discipline-specific academic vocabulary at the post-secondary level is still needed. Findings regarding best practices include: a) embedded academic vocabulary learning intervention should be integrated with explicit, isolated word learning; b) technology is most effective when combined with other well-established aspects of vocabulary instruction; c) receptive vocabulary gains are highest when pairing the learning and assessment modes (i.e., receptive vs. productive) and pursuing consistency over structure; and d) specific tools and materials, such as using a concordance or dictionary, can significantly enhance productive academic vocabulary. |
| Full Text: PDF |
ISSN: 1526-8659